Allison Staak and Jenny Meis Health Lesson Plan ... - Employment

Title of the learning plan: Bullying
Allison Staak and Jenny Meis
Health Lesson Plan
April 25, 2011
Grade/Age level: 2-3 Date: 4/25/11
Materials/Equipment Needed
5 Pieces of paper with scenarios for each type of bullying: physical, verbal, indirect, social alienation,
intimidation. (see below)
Computer with projector.
Pledge paper for each student. (see attached)
Iowa Core Curriculum Standards and Benchmarks or Standards
Understand and use basic health concepts to enhance personal, family, and community health.
Recognize critical literacy/thinking skills related to personal, family and community wellness.
Identify influences that affect personal health and the health of others.
Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society.
National Standards
Students will comprehend concepts related to health promotion and disease prevention to enhance
health.
Students will demonstrate the ability to use interpersonal communication skills to enhance health and
avoid or reduce health risks.
Students will demonstrate the ability to use decision-making skills to enhance health.
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health
risks.
Students will demonstrate the ability to advocate for personal, family, and community health.
Learning Goals (students understand that:)
Students will be able to identify bullying behaviors and self-reflect on the topic of bullying by acting out
situations with classmates in which bullying occurs, the students should demonstrate the correct behavior
in every situation.
Students will show they know how to deal with a bully and when to involve an adult by coming up with at
least one solution to each bullying situation by the end of the lesson.
Students will demonstrate mutual respect for one another by completing the No Bullying Pledge by the
end of the lesson.
Success Criteria (“I Can” statements)
I can stop bullying from happening at school when I see it.
I can be a good friend to others and respect my classmates.
I will know when to involve an adult in a bullying situation.
I can identify bullying situations when they happen around me.

Procedure (include a suggested time allocation for each part of the procedure for lesson pacing)
a) Introduction (attention getter, anticipatory set)
1. The students will be introduced to bullying by watching “Stop the Bully”, a video by McGruff the crime dog.
(computer and projector needed)
http://www.mcgruff.org/stories/-- Bullying movie
2. After the short clip there are 3 choices on how to resolve the situation. Have the students put their heads down
and vote on a choice. Once everyone has voted, click on the choice that was most popular to play. If they chose the
wrong answer, direct them to correct choice and play.—(3 minutes)
b) Activities/Steps (note technology used)
1. Explain to the class what bullying is and what a bully does. Bullies usually threaten or hurt other kids when no
adults are around to see them do it. They know that if an adult did see them, the adult would stop the bully and
help the victim. Instead, bullies wait until recess, between classes, or the walk home to push other kids around.
They usually do it where other kids can see them, though. Bullies like an audience. It helps them feel powerful.—
(1 minute)
2. Have the students number off 1 through 5 to put them into 5 groups to represent the 5 different kinds of
bullying.
3. Give each a group of piece of paper, which will include the type of bullying and 2 options to choose from to act
out in front of the class. Explain to students and make sure they understand that:
Give the students 2 minutes to come up with their scenario.
Their act should be less that 1 minute.
The students will only act out the problem; they will stop acting at the conflict.
Once group has completed their scene they will sit down and the whole class will discuss possible
solutions to the bullying. —(3 minutes)
Remind students that the ways they can stop bullying are to:
1. Speak up. Tell the bully what you think of what’s going on. By saying, “that’s not funny, let’s get out of
here” or something similar, you can help stand up for another kid.
2. Be a friend. When kids go somewhere without their friends, they are more likely to get picked on by a
bully. If you see someone being picked on, even if you don’t know the person, be a friend and ask the kid to
walk away from the bully with you.
3. Get an adult. If you see someone being bullied, get an adult. Either tell the adult what is going on or ask
the adult to talk to the kid who is being bullied.
Types of bullying are:
1. Physical bullying includes any physical contact that would hurt or injure a person like hitting, kicking,
punching, etc. Taking something that belongs to someone else and destroying it would also be considered a
type of physical bullying.
2. Verbal bullying is name-calling, making offensive remarks, or joking about a person's religion, gender,
ethnicity, socioeconomic status, or the way they look.
3. Indirect bullying includes spreading rumors or stories about someone, telling others about something
that was told to you in private, and excluding others from groups.
4. Social alienation is when a bully excludes someone from a group on purpose. It also includes a bully
spreading rumors, and also making fun of someone by pointing out their differences.
5. Intimidation is when a bully threatens someone else and frightens that person enough to make him or
her do what the bully wants.
4. Before the groups begin to act, they will say their type of bullying and what it is. Then the group will act out
their scene (problem only) followed by a brief class discussion about possible solutions.—(10 minutes)
c) Closure (reviewing learning, summarizing, assignments)
1. Tell students that, most kids don’t like watching another kid get bullied. When one kid sees another being

ullied, he or she can feel scared and powerless. That doesn’t have to be. When you see someone being bullied,
remember what we talked about today.
2. Project the following (which teacher will have available on computer). Tell the students to read over the list
quietly to themselves, and tell them that if they have done any of these things they have been a bully.—(1 minute)
Have you ever...?
Called someone a name?
Physically hurt someone (punched, kicked, hit, etc.) on purpose?
Used your size to hurt or scare other kids?
Made fun of or criticized others who are different than you?
Taken someone else's belongings without their permission?
Said mean comments about someone behind their back?
Spread rumors or gossiped about someone?
Whispered secrets to a friend in front of another person and did not share the secret with that
person just to hurt their feelings?
Excluded someone from your group of friends on purpose?
Been part of a clique that will not let other kids join their group?
Been bullied yourself and therefore felt that you had the right to bully others?
Tried to make someone cry?
Enjoyed making someone feel sad, scared, or left out because of what you said or did to them?
3. Tell students that if you found that you have been a bully then it is OK—it is not too late!
4. Hand out a pledge form to each student (see attached).
5. Students will create a pledge with the help of the teacher. The teacher will write the finished pledge on the
board. (The pledge should be 2-3 sentences long).
6. Now every student will copy the pledge. The students will sign the pledges. Students will also draw a picture
about
what is means to be a good friend in the box provided. The pledges will be displayed around the classroom.—(7
minutes)
d) Assessment (how you will determine that students have met the success criteria)
The students will be assessed according to their participation during the acting portion of the lesson. Their pledge
will serve as a proof of contribution and success within the lesson.

Evidence of addressing diversity (for example: cultural, gender, linguistic, religious, sexual identify, socioeconomic,
etc.)
Groups will be picked in a random manner. The video at the beginning of the lesson includes multiracial
individuals.
Differentiation for cognitive, affective, psycho-motor needs
Cognitive: Students with cognitive needs will be given the assignment in advance, knowing what to expect. They
will also be placed in a group that will be sure to support his/her needs.
Affective: Students with affective needs will be given an important role within their group to engage them in the
activity. In addition, this student will be placed in a group where no distractions are present.
Psychomotor: Students with psychomotor needs will have the same access to the project as all other students. If
needed, there will be additional help given to this students.
Teacher Reflection/Focus (ways you’ll determine the success of the learning experience for learners and for
you; changes you would make another time; subsequent shifts in your thinking)
1. Physical bullying includes any physical contact that would hurt or injure a person like hitting, kicking,
punching, etc. Taking something that belongs to someone else and destroying it would also be considered
a type of physical bullying.
a. At least once a week, Tommy waits for Juan after school and physically hurts him. Juan has
never figured out why Tommy has a problem with him and always hurts him. Juan feels that he
cannot go to any teacher because Tommy is a good student and all of the teachers love him.
b. Allie is getting pushed around and teased a lot at recess. She dresses kind of different and
acts weird sometimes. When kids tease her, she gets real mad. She’s too scared to do anything,
but she doesn’t deserve this. She has no friends and seems really sad.
2. Verbal bullying is name-calling, making offensive remarks, or joking about a person's religion, gender,
ethnicity, socioeconomic status, or the way they look.
a. In the halls between classes, Cristina accidentally bumps into Maria. Maria gets angry and
calls Cristina fat. Everybody in the hall hears and starts to laugh. Cristina feels too ashamed to
tell her parents that everyone in school is making fun of her.
b. It’s time for the yearly head lice check. Shaine got sent home yesterday because the nurse
found lice in his hair. The next day Shaine comes to school and everyone calls him lice head,
dirtball, and showerless Shaine when he tries to talk to them.
3. Indirect bullying includes spreading rumors or stories about someone, telling others about something
that was told to you in private, and excluding others from groups.
a. Before school in the hallway a group of girls are laughing and talking to each other. They
look like they are having fun. It took a lot of courage for Emily to walk over and join their group.
As soon as she does, the group of girls stops talking to each other and look at each other like she
is crazy. Emily doesn’t know what to do so she walks away trying not to cry.
b. Halen tells Max and Tyler he really likes a girl in their class named Alexis. Max and Tyler
think it would be funny if they write a love letter from Halen and put it in Alexis’ desk without
telling Halen they are doing it. When Alexis finds it she laughs and tells Halen he’s ugly. Not only
did this hurt Halen’s feelings, but Halen get really embarrassed and runs out of the room.
4. Social alienation is when a bully excludes someone from a group on purpose. It also includes a bully
spreading rumors, and also making fun of someone by pointing out their differences.
a. A group of students are sitting at a lunch and whispering back and forth to each other
looking at the student getting bullied and laughing. This hurts the student’s feelings and he/she
doesn’t know what to do.

. Eric, the class bully starts a rumor about Jessica and tells the whole class that she kissed
Tony at recess. No one will talk to her because Tony smells bad. No one will let her sit with them
at lunch.
5. Intimidation is when a bully threatens someone else and frightens that person enough to make him or her
do what the bully wants.
a. Jashanna did not study for the big test today. She knows her best friend Kendra did so she
plans on sitting next to her to copy her answers. When Kendra tells Jashanna that she does not
want to help her cheat, Jashanna threatens to stop being Kendra’s friend. Though Kendra does
not want to, she helps Jashanna cheat.
b. Jordan steals Jose’s lunch money at recess and tells him if he tells anyone he will beat him
up at the big football game that night. Now Jose doesn’t have any lunch money and won’t be able
to eat lunch today. Jose starts yelling at Jordan to give his lunch money back and the teacher
walks over to them asking what the problem is.